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Perkins-Funded Leadership Projects for 2014-2015

The Coordinating Board awarded 9 Perkins-funded Leadership Grants for Program Year 2014-2015. The projects were seen to be relevant to the State as a whole and capable of impacting/being replicated around the State upon completion. The Perkins Leadership Grants are:
 
 Institution Leadership Project Project Amount
Alamo Community College District"Replicating Women in Non-trad Occupations Student Conference around Texas"$45,000 

Alamo Community College District

"San Antonio College ASL/IT Train the Trainer Project"

$57,478

Del Mar College

"Skill Standards-Based Curriculum Development and Assessment Project"$65,000

Panola College

"Team-Based Learning for Health Science Courses"$42,322

San Jacinto College District

"Programs of Study Strategic Alignment"$152,564

San Jacinto College District

"Workforce Education Course Manual (WECM)  Maintenance"$159,912

TSTC-Harlingen

"Competency Based Training How-To"$36,750

TSTC-System

"Curriculum Alignment Platform (CAP)"$330,456

Victoria College

"Sustaining TEXASgenuine"$96,555

 

 

 

 

 

 

 

 

Alamo Community College District 

"Replicating Women in Non-trad Occupations Student Conference around Texas"

Project Description: This Perkins Leadership project seeks to replicate the Alamo Colleges-St. Philip's College "Women in Non-traditional Occupations (WINTO) Student Conference" and help other Texas colleges increase nontraditional enrollment by developing and offering similar student conferences. This proposed Perkins Leadership project focuses on improving Perkins Core Indicator 5P1: "Student participation in CTE programs in nontraditional fields" and specifically on 10.2.8 Priority 8: "Successful Applicants will demonstrate support for student participation or success of underrepresented gender groups in established and emerging professions in high-skills, high-wage CTE programs."

This WINTO Student Conference, an Alamo College-St. Philip's College best practice, can readily be replicated across the state at colleges who meet THECB targets for 5P1 and those who seek innovations in order to meet this goal. This conference offers significant support for female students who are considering entering educational programs that lead to non-traditional careers. The conference also offers undecided female students opportunities to explore non-traditional fields and offers models of empowerment so that they can be successful in whatever career they eventually choose.

The WINTO Student Conference supplements other Alamo Colleges activities that seek to expand female participation in male-dominated occupations. In particular, the WINTO Student Conference seeks to recruit and build enrollment in those occupations with the lowest percentages of female enrollment: welding, automotive technology/collision repair, aircraft technologies, construction trades, alternative energies, and manufacturing programs. The conference is held at the campus where these programs are housed and the conference includes an education and job fair where these programs can offer fun, hands-on activities geared toward generating student interest. Conference participants hear from female industry leaders as well as successful former students in these programs, providing invaluable role modeling for non-traditional choices. The costs for this conference are supported by the College's Basic Perkins grant and are cost-effective.

The WINTO Student Conference has been conducted for five years, and the College is now seeing some of the early conference participants who were in middle school enroll in non-traditional fields. The conference now focuses on high school girls. The conference begins with a keynote address featuring a motivating woman or panel of women in non-traditional occupations. Participants then choose break-out sessions focusing on topics such as Knowing Your Legal Rights in the Workplace, Making Knowledgeable Career Choices, and Applying Math in STEM Careers. During lunch, participants browse through College program demonstrations that encourage hands-on activities and a non-traditional job fair for College participants. The conference closes with a reflective session focusing on empowerment.

The design of this Perkins Leadership project focuses on three goals:

  1. To help three partnering colleges replicate a student conference focusing on recruiting women into non-traditional occupations and offer each $4000 of this grant to defray costs of conducting the conference
  2. To increase knowledge and share best practices with partnering colleges and all other Texas colleges about how to recruit high school and middle school females into non-traditional career technical careers via a WINTO Student Conference Toolkit that will be available for free to the public on the College's web site to provide colleges step-by-step guidance for how to conduct a WINTO-style student conference. These best practices and the WINTO Student Conference Toolkit will also be shared through professional conferences such as TACTE and through a Starlink webinar for dissemination throughout Texas.
  3. To evaluate the effectiveness of this project. Recruiting female students into CTE programs that lead to non-traditional occupations requires effective, long-term strategies. Recruiting efforts in the 2014-2015 academic year, for example, will not be reflected in THECB data until 2015-2016.

So while this project's ultimate goal is to increase the percentage of female enrollment of participating colleges as measured in Perkins Core Indicator 5P1, the one-year, baseline success markers for this Perkins Leadership project are:

  • The number of attenders and their satisfaction rates for the three WINTO Student Conferences to be conducted by partnering colleges;
  • Feedback from partnering colleges;
  • The number of gaps and strategies that are developed by the WINTO Advisory Board; and
  • Feedback regarding the WINTO Student Conference Toolkit available on the SPC web site.

This proposed Perkins Leadership project will build and benefit from several partnerships: -- Small and medium Texas colleges who seek to improve Perkins 5P1 measures at their college -- An expert from a Texas college whose measures in Perkins 5P1 demonstrate outstanding success The grant will also allow St. Philip's College to develop a Women in Non-traditional Occupations Advisory Board. Such a board would capitalize on the expertise of organizations and entities outside of higher education, including but not limited to: -- Non-profit organizations focused on strengthening girls' skills and empowerment such as Girls Inc. and Girl Scouts, among others -- Educational Service Center CTE personnel -- Industry associations that focus on women in CTE programs with very low female representation, including but not limited to National Association of Women in Construction, Plumbing-Heating-Cooling Contractors Association, and the San Antonio chapter of Women in Aviation International, and -- Female students in CTE programs that lead to non-traditional occupations. The WINTO Advisory Board's membership reflects essential perspectives on complex issues of how females construct gender and how these constructions affect their choices about their career paths, including the educational, social, economic, personal, and cultural restrictions and expectations that interdependently limit and define opportunities for exploration of non-traditional occupations. The WINTO Advisory Board's guidance will help colleges develop effective strategies to address gaps in opportunity, outreach, and participation, and success for women who choose non-traditional occupations.

Award Amount: $45,000

Project Director: Marie Michelle Kelley, PhD (210-486-2495; mwah@alamo.edu)

Alamo Community College District

"San Antonio College ASL/IT Train the Trainer Project"

Project Description: The San Antonio College (SAC) Department of American Sign Language and Interpreter Training (ASL/IT) proposes the "Train the Trainer" project to meet the following Perkins Leadership program priorities: 3, Improvement of Academic and Career and Technical Skills; 4, Improvement of Student Achievement through Educational Partnerships; 6, Development, Improvement or Expansion of Technology; and 10, Statewide Evaluation for Student Success.

Train the Trainer will improve SAC's capacity to deliver its nationally accredited, award-winning curriculum, allowing our faculty, as well as faculty members from other interpreter training programs, to share best practices across the 15 ASL/IT programs in Texas that educate an estimated 300 students each year. Lauri Metcalf, SAC ASL and Interpreter Training Department Chair, and Dr. Tom Cox, SAC ASL/Interpreter Training faculty member, will use Perkins Leadership funding to provide a week-long training program at SAC for at least 15 fellow educators, staff and administrators from ASL/IT programs throughout Texas.

The training will be hosted on our campus and will include:

  1. Helping ASL/IT faculty from across Texas better prepare students to take the state certification exam by sharing "best practices" in teaching techniques;
  2. use of technology in Interpreting classrooms, specifically how to use YouTube to host curriculum materials and to provide effective feedback to interpreting students;
  3. scripting and development of learning activities for ASL/IT classes including but not limited to: general vocabulary modules, finger-spelling drills, idiom activities, specialized vocabulary building, conceptual accuracy drills, discourse analysis activities, didactic lectures and brief interpreting/transliterating vignettes; and
  4. how to develop materials that simulate the tasks included in the state certification evaluation; including the writing of appropriate scripts, choosing the scoring determinants that reflect the knowledge, skills, abilities and tasks that were identified in the state of Texas interpreter job analysis.

Each participating institution will be encouraged to purchase a 27-inch Macintosh desktop computer to ensure that learned best practices for teaching ASL/IT with technology can be incorporated into their curriculum. We will provide a list of funding resources to assist faculty with securing external funding if necessary.

Project objectives include: 1) by 8/15, at least 13 postsecondary institutions will have attended a week-long professional development training program hosted by SAC ASL/IT faculty and will have acquired additional teaching tools to use in their program; 2) by 8/15, all conference participants will have developed a series of assessments and classroom activities that better align their courses with the state ASL/IT licensing exam, Commission on Collegiate Interpreter Education (CCIE) standards and modern best practice, and 3) by 8/31, conference attendees and all other faculty in ASL/IT programs across Texas will have access to conference materials at no charge via an online YouTube "channel." Ms. Metcalf and Dr. Cox have obtained letters of support from 11 community college ASL/IT programs in Texas and from the ASL/IT programs at the University of Houston and Baylor University. All express strong interest in attending the ASL/IT Train-the-Trainer event. Letters of support are on file and can be reviewed at any time.

Award Amount: $57,478

Project Director: Lauri Metcalf (210-486-1106; lmetcalf@alamo.edu)

Del Mar College

 "Skill Standards-Based Curriculum Development and Assessment Project"

Project Description:  The goal of the "Skill Standards Based Curriculum Development and Assessment" project is to promote the role, awareness, adoption and assessment of skills standards among Texas community and technical colleges This is accomplished by encouraging specific programs at those institutions to incorporate skill standards into their curriculum that are recognized by the Texas Skills Standards Board (TSSB) or to have TSSB recognized institutions to develop the assessments for the common technical core courses that measure student mastery skill standards' key activities.

Skill standards are defined by subject matter experts and provide the specific knowledge requirements for workforce education programs. These requirements can serve as the indicator or basis for performance during assessment and evaluation. Broader Impact:

In emerging technology program areas where an industry recognized skill standards or certifications do not exist and the industry has been identified as important to the Texas economy, a set of best practices for high performance work is essential. The Skills Standards Based Curriculum Development and Assessment (SSBCDA) project provides that mechanism to develop, recognize or assess those criteria as a statewide skills standard based upon a valid job analysis or skills assessment. Consequently, when a community or technical college teaches and then evaluates workforce students on the basis of recognized standards, the employer obtains a more highly-qualified workforce.

Methodology:

The SSBCDA project will provide funding to colleges for their completion of skills standards development and their integration into specific THECB approved awards. Colleges are selected on a competitive basis according to the state wide need to support the Governor's Industry Cluster Initiative. Project categories are Types 1, 2, 3 and 4. Project Types 1 through 3 support skills development and Type 4 focuses on assessment. Each Project Type has a specific maximum payment amount that can be earned by the participating institution.

Specifically these amounts are: Project Type 1 - $6,000; Project 2 - $20,000, Project 3 - $2,000 and Project 4 - $2,500. Payment to a participating institution is predicated upon the timely completion and submission of specific deliverables to the TSSB program administrator and TSSB technical staff for review. Project deliverables are to be completed in three phases and payments to institutions will be made by the SSBCD project's host institution (Del Mar College) upon certification of completion (with supporting documents) by the TSSB program administrator to the SSBCDA project director.

The project methodology is as follows:

  1. TSSB staff will evaluate and certify to the project director the completion of deliverables by applicants, e.g. skills matrix, syllabi, course outline, sample course materials, timelines, etc.
  2. Participating institutions will submit to the SSBCDA project director deliverable documentation for quarterly reporting, e.g. advisory board minutes, DACUM meeting minutes, guidebook revisions, etc.
  3. Project Recognition will be made to those institutions successfully completing all their stated deliverables required as by their proposal application and their Project Type participation.
  4. Institutions will be recognized at the fall TACTE conference for their Project Type Recognition.

Project Outcomes:

  1. State wide recognized skill standards for an emerging technology field important to the Texas economy
  2. A level 2 certificate or an applied associate degree with embedded industry recognized skills standards for the participating institution.
  3. Increase awareness of the importance of industry skill standards and assessment by colleges
  4. A basis for program assessment and evaluation.

Award Amount: $65,000

Project Director: Dr. David Arreguin (361-698-2858; darreguin@delmar.edu)

Panola College

"Team-Based Learning for Health Science Courses "

Project Description:  The purpose of this project is to increase success for health science students in achieving learning outcomes (successful completion) by improving classroom engagement employing Team-Based Learning (TBL). Too many college instructors continue to use class time to lecture from PowerPoints instead of engaging students in learning. TBL is one successful model of student engagement. Four colleges, Panola College, Angelina College, Kilgore College, and Tyler Junior College will participate in the project to compare students in nursing and two other health science disciplines at two of the colleges. Panola College will be implementing TBL in the Occupational Therapy Assistant (OTA) classes as well as nursing. Kilgore College will be implementing TBL in the Physical Therapy Assistant (PTA) classes as well as nursing.

The method used will be to implement and evaluate TBL: as many faculty as possible at each college will be trained in fall 2014 in two one-day workshops. They will be prepared to implement Team-Based Learning in the classroom in spring of 2015. Any instructors who are interested may implement TBL but faculty interested in participating in the evaluation study will be identified. Classroom TBL activities will be quantified and several samples will be recorded.

The outcome of the project will be to develop a teaching model to share throughout the state. Data will be collected including test scores, grades, course completion rates, and student satisfaction. Several instruments have been developed to measure the success of TBL including the satisfaction of teachers and students. Items such as student engagement, perceived learning and preparation for class will be measured. These data will be compared to data from courses not using TBL. Student t-tests will be used for statistical analysis of the course data. Qualitative data will be collected as well. The model developed and used by the six health science programs as well as the outcome data will be described in a Canvas course with resources and will be disseminated for state-wide implementation.

Award Amount: $42,322

Project Director: Barbara Cordell, PhD, RN, AHN-BC (903-694-4003; bcordell@panola.edu)

San Jacinto College District

"Programs of Study Strategic Alignment" 

Project Description:  Today, the national trend has moved toward State-recognized Programs of Study (POS). In Texas, this trend was fostered by federal (Carl D. Perkins 2006) and state legislation (HB 3485, 2012). State programs of study are designed to increase transferability, expand connections between secondary and postsecondary education, reduce cost, and assist business/industry to better understand Secondary and Post-Secondary Career and Technical programs in Texas. The end goal is to stream-line the structure of Career and Technical programs in Texas as a means of increasing student completion rates and employment opportunities.

During the 2013-2014 Programs of Study Strategic Alignment project, a four year time-line was established for completing the development of Programs of Study (career pathways) in each of the career clusters; the time-line was aligned to the WECM course review career cluster time-line. A Program of Study development model was created and Beta tested; furthermore presentations were made to professional groups as a means of providing awareness of State Programs of Study. Texas must build an infrastructure to accommodate the nationally recognized career clusters required in Perkins IV, 2006 legislation. Career clusters form the foundation of the plan for Programs of Study that lead to a variety of career pathways in each cluster and yet allow local flexibility.

In 2014 - 2015, the Programs of Study Strategic Align project proposes:

  1. To use outcomes from the Program of Study Beta test to revise the program development model and implement by developing State Programs of Study in Career Clusters 4-Business Management and Administration, 6-Finance, 14- Marketing, Sales and Services and linking the POS development process to WECM Maintenance;
  2. Review, evaluate and update the State steps to developing POS programs developed during the 2013-2014 project and Beta tested and used to develop programs of study in Business Administration, Marketing, and Finance.
  3. Introduce the linkage of Programs of Study to WECM Maintenance at the summer 2015 WECM course writing workshops.
  4. Identify facilitators to provide the leadership in the development of Programs of Study
  5. Communicate program of study information to Texas community and technical college faculty and administrators.
  6. Maintain and sustain alignment with TEA's AchieveTexas project.

The WECM course writing process was linked to career clusters in 2012-2013 and will be used as the time-line for developing programs of study. The time-line is as follows: 2016 clusters - 3 (Arts, A/V Technology and Communications), 11 (Information Technology), 13 (Manufacturing), and 16 (Transportation/Distribution and Logistics); 2017 - clusters 5 (Education and Training), 7 (Government and Public Administration), 9 (Hospitality and Tourism), 9 (Law, Public Safety, Corrections and Security), 1 (Agriculture and Food) and 2 (Architecture and Construction): and finally 2018 - clusters 8 (Health), 10 (Human Services) and 15 (Science, Technology, Engineering & Mathematics).

Award Amount: $152,564

Project Director: Faye Murphy (281-478-2769; faye.murphy@sjcd.edu)

San Jacinto College District

"Workforce Education Course Manual (WECM) Maintenance"

Project Description:  

Since 1998, the Workforce Education Course Manual has not only reshaped the way Career and Technology courses are written and approved in Texas, but served as the database to link all community and technical college programs to all secondary CTE programs, as well as courses offered by Work Solutions which are funded by the Federal Workforce Investment Act.

(Criteria 1) The WECM course writing process has served as a superior professional development activity to numerous CTE faculty who have limited knowledge of writing measurable learning outcomes. These faculty take pride in the fact that they worked with teams of instructional specialist from colleges throughout Texas and wrote courses that are not only offered by community and technical colleges, but also appear on the transcript of thousands of students who are employed in the workforce. However, the WECM database of courses must be reviewed and revised by updating the content of the courses, adding new courses, and archiving courses to assure currency to all stakeholders. (Criteria 6) To maintain currency, all WECM courses are subject to review by career cluster every four years. In 2014-2015 two workshops are proposed to review courses in Career Clusters 4-Business Management and Administration, 6-Finance, 14- Marketing, Sales and Services (Criteria 2). WECM Maintenance adheres to the WECM Protocol and Guidelines for Instructional Programs in Workforce Education (Criteria 7), and partners with every community and technical college in Texas (Criteria 5).

WECM Maintenance proposes to complete the following goals:

  1. Provide support to community and technical colleges for the maintenance and delivery of workforce education courses;
  2. Review, and update, write new courses and/or archive existing courses as needed to provide a relevance to workforce education inventory of courses;
  3. Work with a WECM Taskforce Group and Leadership Committee charged with advising the project staff on ways to meet state workforce education course needs while adhering to the WECM protocol;
  4. Edit and build the WECM database of courses.
  5. Plan and conduct training in effective workforce education course writing and how to access and use the WECM database;
  6. Utilize the WECM maintenance process to link State Program goals to WECM course outcomes in Career Clusters 4, 6, and 14.

Award Amount: $159,912

Project Director: Faye Murphy (281-478-2769; faye.murphy@sjcd.edu

TSTC-Harlingen

"Competency Based Training How-To"

Project Description:  In the Fall 2013 TSTC deployed a competency-based program through TSTC Harlingen's Mechatronics / Industrial Systems Technology program. The Level I Certificate Program addressed skilled worker shortages in Advanced Manufacturing and Industrial Systems. Core Design elements included:

  • Identifying detailed work activities to be mastered
  • Identifying pre-requisite, foundational elements, including academic preparedness, essential to success in the program
  • Use of industry standards as the benchmark for rigor
  • Alignment of skills in an optimum student learning sequence to produce streamlined curriculum
  • Development of appropriate delivery schedules for full- and part-time students
  • Included project-based elements that incorporated multiple learning outcomes to mirror workplace environment
  • Developed rubrics for skills assessment that validate student learning and skill attainment
  • Mapped competencies to existing SCH or THECB courses to ensure transcription and transferability.

TSTC faculty taught skills based on a student's learning style and pace, rather than semester contact hour formulation, and well-defined rubrics assessed the skills attainment as a student progressed through the program. Upon mastery of a skill, the student learning outcome was assessed and documented, and under the guidance of TSTC's faculty, the student advanced to acquire the next learning outcome, building upon their skill base. In the project-based environment, the students' schedules were established in a block format that promoted greater learning retention rather than the traditional college schedule. Rather than pursuing the completion of a clock-hour semester, the program's design promotes the student's goal of skill attainment and job competency, and the student works toward achieving those skills rather than simply attending classes.

TSTC understands the importance of delivering programs that teach the relevant skills that lead to meaningful employment. Therefore the proposed project will be for the development of a "How-to/Lessons learned document," including step-by-step instructions with foundational information on development, implementation, and evaluation of program competencies. An integral component of this project is development of faculty training modules for instruction in competency-based learning.

Award Amount: $36,750

Project Director: Barbara Bennett (956-364-4602; barb.bennett@harlingen.tstc.edu)

TSTC-System

"Curriculum Alignment Platform (CAP)"

Project Description:  The Competency Curriculum Alignment Platform (C-CAP) provides objective, high-fidelity analysis of learning outcomes to increase student employability. This project application is a continuation of the "Detailed Occupational Skill & Learning Outcome Alignment" Perkins Leadership Project in partnership with the Texas Workforce Commission.

This next phase will focus on replication by supporting analysis of additional college curricula, improving usability and core platform functionality, integrating new soft skill mappings, improving the quality of skill statements and implementing sustainability plans. Up to 20 colleges will be invited to submit awards for analysis through support from this Perkins project. This process will enable colleges to objectively analyze curriculum and optimize learning outcomes for increased student employment.

Software development will focus on expanding automation capabilities and improving overall user experience and application design to better serve instructional manager needs. Optimizing the information technology back end will enable expansion of the platform to additional colleges and awards and increase overall efficiency. Further development of analytical tools will increase the applicability of resulting outputs. The quality of skill statements will be improved allowing for more accurate alignment across additional occupations.

In addition, the skill statement libraries will be expanded to include soft skills based on additional investments from the Texas Workforce Commission during FY2014.

Award Amount: $330,456

Project Director: Ron Sanders (254-867-3978; ron.sanders@tstc.edu)

Victoria College

"Sustaining TEXASgenuine"

Project Description: One of the key components to emerge from the TEXASgenuine statewide initiative is the TEXASgenuine.org pubic website and the associated materials portal. The website features a career assessment, several search options, short videos spotlighting popular Career & Technical Education (CTE) programs, a list of colleges offering specific programs, and salary information for CTE careers. The possibilities for positive impact of the website, if expanded and utilized to its full potential, are significant for CTE programs across the state.

The Texas Association of Community College Marketers (TACCM) has been tasked with sustaining the TEXASgenuine statewide initiative, and Victoria College's Director of Marketing & Communications is a founding member and incoming president of the TACCM Board.

Victoria College proposes utilization of the Perkins State Leadership Grant funds to further develop the sustainability of the TEXASgenuine statewide initiative through the following:

  • Maintenance of the TEXASgenuine.org website and the associated materials portal
  • Ongoing communication with college administrators and marketing and recruiting personnel regarding the features of the TEXASgenuine website and materials portal
  • Promotion of TEXASgenuine.org as a career exploration resource available to high school, college, and workforce center counselors and advisors

The project will primarily focus on ensuring the content on TEXASgenuine.org is relevant, accurate, and up-to-date. Therefore, Victoria College proposes hiring a Content & Communications Manager with the following responsibilities:

  • Reach out to marketing and CTE personnel from all public community and technical colleges in Texas to encourage them to review information about their college and programs on TEXASgenuine.org for accuracy.
  • Update content and links for each college landing page on TEXASgenuine.org according to information provided by college personnel.
  • Update salary estimates for all careers listed on TEXASgenuine.org using the Texas Workforce Commission's Labor Market & Career Information Department.
  • Update educational requirements for all careers listed on TEXASgenuine.org using data from the Bureau of Labor Statistics' Occupational Outlook Handbook.
  • Serve as an ex-officio member of TACCM's Board of Directors.
  • Generate ongoing dialogue about TEXASgenuine.org via TACCM's newsletter, listserv, webinars, and annual conference.

The secondary focus of the project involves continuing to offer high school, workforce center, and college counselors and advisors a robust career exploration website spotlighting CTE programs and careers statewide. TEXASgenuine.org will be promoted as a valuable career exploration resource through presentations at relevant conferences, a booth at the annual TACCM conference, printed marketing materials, and outreach to college marketing, recruiting, and advising personnel, high school counselors, and workforce center career advisors. Additionally, incorporating the MPOWER Texas professional development e-course for high school and college guidance counselors into the TEXASgenuine website is proposed. A digital marketing campaign will also be created to drive additional traffic to TEXASgenuine.org.

Award Amount: $96,555

Project Director: Darin Kazmir (361-582-2417; Darin.Kazmir@VictoriaCollege.edu)

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